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CURRICULUM
MEDIA PRODUCTION (II)
GRADE X
2020
GOVERNMENT OF PAKISTAN
Ministry Of Federal Education and Professional Training
ISLAMABAD
Contents Introduction ........................................................................................................................................... 3
Rationale ................................................................................................................................................ 3
Aims ....................................................................................................................................................... 4
Objectives .............................................................................................................................................. 4
Grade-X ................................................................................................................................................. 4
Assessment and Evaluation .................................................................................................................. 11
Incorporating assessment into the learning process........................................................................... 11
Types of assessment .......................................................................................................................... 12
Classroom assessment ....................................................................................................................... 12
Assessment strategies ....................................................................................................................... 12
Students' self-assessment .................................................................................................................. 12
Quality in assessment ........................................................................................................................ 13
CONSTRUCTION OF TEST ITEMS ......................................................................................................... 13
Guidelines for Writing a Textbook ........................................................................................................ 13
Guideline for planning and writing a chapter ..................................................................................... 14
Guidelines for Writing Learner Workbook .......................................................................................... 15
Basic Requirements for Lab (Tools/Equipment) ................................................................................ 15
Curriculum development, review and validation Committee ............................................................ 16
Introduction
Media production means a single-medium or multimedia feature film, television show or series,
video, commercial, photographic project, interactive computer or video game or other program
intended for a national audience and fixed on film, video tape, computer disk, laser disc or other
delivery medium that can be viewed or reproduced and that is exhibited in theaters or by
individual television stations or groups of stations, television networks or cable television
stations or via other means or licensed for home viewing or use.
We live in a world dominated by various kinds of media. Every day, people engage with and
consume information from many different mediums using various devices, sometimes at the
same time. For instance, they may listen to a podcast or the radio while checking social media on
their phone or watch TV while looking for recipes on their tablet.Media actually refers to any
kind of communication whose purpose is to inform, educate or entertain a wide audience. It can
be anything from web content to social media to TV, video and radio content.
The media trends are always changing and evolving, but one thing is certain: The role of media
in people’s everyday lives and its impact on our personal, social and political circumstances is
enormous. A huge protest march can be organized through social media within days. A
homemade video can go viral and spark a worldwide debate or simply amusement. A well-
crafted ad or promotional website will convert a skeptic into a faithful customer of a brand.
Students undertaking a career in media production will learn to understand the development and
impact of various media trends, as well as produce different kinds of content and manage various
media industries. Students pursuing a career in media production can choose from several
streams.
Rationale
Media consumption and creation is essential to modern communication. Media, in its evolving forms,
influences and shapes the way people view themselves and others and plays a crucial role in the creation
of personal, social, cultural and global identity. This production-based course is designed for learners who
wish to develop technical media skills and an understanding of the contexts of journalism, advertising and
narrative within media. Learners explore the media and media conventions through practical experiences
and formal analysis of the media products of themselves and others. Creative and critical thinking skills
are a significant component of the course. Learners work within learning environments that simulate a
professional setting in order to develop products in a specific medium. Through acquisition of technical
and analytical skills learners will develop the ability to appreciate the operational functions and social
implications of their medium of specialization.
Aims
Use media techniques and technologies in order to create their own media products
Implement aspects of design and design processes relevant to media works
Manage media activities by applying appropriate time management, planning and negotiation
skills
Use and identify appropriate production elements and narrative structures in the creation of media
products
Analyze and respond to media issues and the role of media in society
use media codes and conventions when making and responding to media works
Identify target audiences for specific media products.
Objectives
Students will be prepared to enter the workforce in desktop publishing, print production and/or
multimedia production.
Students will demonstrate proficiency in industry technical standards.
Students will be able to identify and describe specific design career options and job skill
requirements.
Students will demonstrate proficiency in industry-standard safety procedures.
Students will demonstrate proficiency in customer service skills and interaction with stakeholders
in their roles with marketing, sales, advertising, reporting and production.
Grade-X
Learning Themes and Students’ Learning Outcomes
Knowledge, Skills and Attitudes Chapter 01
Adobe Audition(Audition Mixing)
T= 05, P= 08, Total= 13
Content Students’ Learning Outcome Activities/Practical Duration Tools Work
place
Introduction to
Adobe Audition
Student will be able to:
Describe adobe audition
Install and set the workspace
Learn about adobe audition
interface
Understand testing of inputs
and outputs with Audition
Presentation on Adobe
Audition interface.
Setup inputs and
outputs
01 Periods(T)
02 Periods(P)
Stationary
items,multime
dia,computer
system/laptop
Classr
oom/L
ab
Basic Editing Learn about Import file in adobe
audition.
Import sound form
different sources.
02 Period (T)
02 Period (P)
Stationary
items
Classr
oom/L
Learn about selection of region
for editing and change its levels
Understand the process of cut,
delete, and past audio regions
with multiple clipboard
Learn about extending and
shortening musical selections
Describe the concept of loop
(repeating part of a waveform)
Comprehend fading regions to
reduce artifacts
Edit a file by using all
basic editing techniques
(cut, extend, shorten,
loop etc.)
ab
Effects in Adobe
Audition Learn Aboutsoundeffectsbasics
Learn use of Effects Rack
Describe Effects (Amplitude,
Compression, Delay and echo
effects, Filter and Equalizer,
Modulation effects, Noise
reduction/restoration, Reverb
effects, Special effects, Stereo
imagery effects, Time and Pitch
effect, Third-party effects (VST
and AU))
Managing presets
Apply different effects
to audio clips.
Improve sound quality
of audio by applying
relevant effects.
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Audio
Restoration Learn use ofAbout audio
restoration
Reducing hiss, crackles, pops,
and clicks, broadband noise
Learn about De-humming a file
Removing artifacts, Alternate
click removal
Improve audio clip by
audio restoration as per
requirement
01 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Mastering LearnMastering sound
equalization
dynamics
ambience
stereo imaging
“push” the drum hits; then
apply the changes
Mastering diagnostics
Perform Mastering
techniques on audio
clips
01 Periods(T)
02 Periods(P)
Computer and
its accessories
Lab
Sound Design Learn aboutsound design
rain sounds
babbling brook
insects at night
an alien choirs
sci-fi machine effects
alien drone flyby
Extracting frequency bands
Create different sound
designs
01 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Multitrack Editor Learn about recording, using
waveform Editor.
About multitrack production
Multitrack and Waveform Editor
integration
Changing track colors
Loop selections for playback
Track controls
Channel mapping in the
Multitrack Editor
Side-chaining effects
Save as template
Record audio using
different editor.
Produce multitrack
audio
Design track controls
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Editing Clips Creating a DJ-style continuous
music mix (mixtape) with
crossfading
Mix or export a collection of
clips as a single file
Select and merge all clips in a
track into a single file
Edit for length
Clip edits: Split, Trim, Volume
Apply all editing
techniques on different
sound clips
02 Periods(T)
04 Periods(P)
Computer and
its accessories
Lab
Extend a clip via looping
Sound Libraries Know about sound libraries
Build a rhythm track using
percussion, melodic elements,
loops and other effects
Use sound libraries and
create tracks
01 Periods(T)
04 Periods(P)
Computer and
its accessories
Lab
Mixing Learn about mixing and its
process
Learn Testing your acoustics
Learn about Exporting as stereo
Learn about burning an audio
CD/ DVD album
Learn about Publishing to
SoundCloud
Produce stereo output
file
Burn audio CD/DVD
Publish to different
platforms.
01 Periods(T)
04 Periods(P)
Computer and
its accessories
Lab
Chapter 02
Adobe Premier Pro
T= 05, P= 14, Total=19
Introduction to
Adobe Premier
Pro
Student will be able to:
Define and use Adobe Premier Pro
Install and set the workspace
Understand nonlinear editing
Understand the workflow
Presentation on Adobe
Premiere Pro interface
01 Periods(T)
02 Periods(P)
Computer and
its accessories
Lab
Project Setup Set up a New project
Know about Importing assets
Work with the Media Browser
Importing images
Understand media cache
Capturing the videotape
Import media from
different sources
01 Periods(T)
02 Periods(P)
Computer and
its accessories
Lab
Organizing
timeline dWorking with bins
Organize media content in
sequence
Learn to Modifying content
Organize media in
bins
01 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Working with
Clips and
Markers
Program Monitor controls
Controlling resolution
Using markers
Use of Sync Lock and Track
Lock
Find gaps in the Timeline
Learn to Move clips
Extract and delete segments
Create project using
monitoring controls
Use sync locks
Move and delete
clips
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Transitions &
Effects Understand Transitions
Edit points and handles
Adding video transitions
Use A/B mode to fine-tune a
transition
Adding audio transitions
Working with effects
Use of composition
techniques in your projects
Video typography essentials
Apply visual / audio
transitions and
effects to project
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Advanced
Editing
Techniques
Four-point editing
Learn Re-timing, replacing
clips and footage.
Use of nesting sequences
Comprehend trimming
Edit and trim clips as
per requirement
02 Periods(T)
04 Periods(P)
Computer and
its accessories
Lab
Multi-camera
Editing The multi-camera process
Create a multi-camera
sequence
Understand Switching
multiple cameras
Edit video using
Multi-camera effects
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Editing and
Mixing Audio Setting up the interface to
work with audio
Examining audio
characteristics
Adjusting audio volume/ gain
Normalizing audio
Create a split edit
Adjust audio levels in a
sequence
Work with Audio Mixer
Adjusting EQ
Applying effects in the Audio
Mixer
Clean noisy audio
Setup application
interface for audio
auditing
Apply different audio
settings e.g. volume,
gain, levels
Use audio mixture in
given project.
Use Equalizer (EQ)
Remove noise
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Color Correction
and Gradient Color-oriented workflow
Learn about color-oriented
effects
ing exposure, color balance
and gradient
Enhance video using
color correction.
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Exporting
Frames, Clips,
and Sequences
Overview of export options
Export single frames
Export a master copy
Work with Adobe Media
Encoder
Export video product
for publishing
02 Periods(T)
03 Periods(P)
Computer and
its accessories
Lab
Chapter 03
Media Production Field Work
Radio programs The students will be able to :
Define radio
Describe history of radio in Pakistan
Understand use of audio recording equipment(microphone, storage media and digital audio equipment)
Know about broadcasting(advertisement,news,journalism, talk shows)
techniques
Learn the different between print and broadcast
Develop skills techniques and art of radio news through sound
and spoken words
Demonstration a role play of broadcasting a radio commercial
Demonstration a role play of broadcasting a
celebrity interview
02 Periods(T)
03 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
News channels Define news
Describe history of news in Pakistan
Understand types of news
Understand interview techniques
Understand script, narrations, story boards and shooting script
Develop techniques and art of news through sound and spoken
Conduct news for any incident
Conduct a panel discussion on
any topic
02 Periods(T)
03 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
words
Understand process of reporting
TV channels Describe types of TV channels(religious, sports, entertainment, news, cartoon
and educational)
Understand role of production houses for different channels
Learn about advertisement creation for TV channel
Make ad for brand/product promotion
02 Periods(T)
05 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Documentary Describe effects of documentary
Identify idea and location for documentary
Perform all media tools to create a documentary
Make a short documentary on skills
development
02 Periods(T)
03 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Chapter 04
Social Media Content
T = 12, P = 16,Total = 24
Content Students’ Learning Outcome Activities/Practical Duration Tools Workplace
Introduction to Social Media
Student will be able to:
Define Social Media
Understand to create social media content
Define media content (images, audio, video and graphics etc.)
Group discussion and presentation on social media
Create content to publish on social media channels
01 Periods(T)
02 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Content Production
Know how to create epic content
Describe tools/software for content creation
Define audience and targeted audience relevant content production
Enlist the names of tools/software used to create a media production content
01 Periods(T)
02 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Brainstorming Techniques
Understand to find inspiration
Define your focus
Know about tags
Know how to change your thinking perspective
Discuss and research latest social media trends for media production
01 Periods(T)
02 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Social Media Platforms
Know the list of platforms used to publish content
Snap chat
YouTube
Understand business page setup
Know about page promotion
Prepare a presentation on social media
platforms Post a designed intro video content of your school on Facebook, Instagram, Twitter and LinkedIn as per dimensions of social media platforms.
01 Periods(T)
02 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Types of Social Media Content
Understands different content for social media like
Graphics
Photography
Group class presentation on types of media contents for different platforms
01 Periods(T)
02 Periods(P) Stationary
items,multim
edia,compute
r
Lab
Gifs
Videos
Blogs & Vlogs etc.
system/laptop
Chapter 05
Blender
T = 10, P= 16, Total = 30
Content Students Learning Outcome Activities/Practical Duration Tools Workplace
Introduction to 3D Modeling
and rigging
The students will be able to:
Define 3D modeling
Define rigging
Describe Scope of 3D modeling.
Learn about use of 3D modeling tools (blender, maya, 3D studio max etc.)
Group discussion and presentation on 3D modeling concept
01 Periods(T)
03 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Basic concept of blender
Define blender
Understand use of blender and interface
Understand camera setup
Learn properties of transformation(translate,rotate,scale,mirror, edit , duplicate,
delete)
Presentation on blender properties
02 Periods(T)
03 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Blender practices
Learn about node, mesh and vertices
Learn about pivot point adjustment
Understand about shapes (cube, rectangle, circle, cone editing etc.)
Understand about materials and UV mapping
Comprehend lightning concept
Understand about physics
Learn about animation insertion
Learn about key frames
Understand 3D view,timeliner,graphic editor, job sheet
Make an animation of bouncing ball by utilizing required tools of blender
Design a virtual tour of institute building
02 Periods(T)
05 Periods(P) Stationary
items,multim
edia,compute
r
system/laptop
Lab
Chapter 06
Soft skills
T = 10, P =12, Total =22
Introduction to soft skills
The Students will be able to:
know the basic soft skills
understand the importance of soft skills in daily life
apply soft skills for academic and professional success
Group discussion and model presentation on soft skills
01 Periods (T) 03 Periods (P)
Multimedia, projector or LED TV with good
sound system
Classroom
Personal and professional grooming
learn the personal and professional aspects of life.
understand the importance of self-image.
develop self-confidence
Perform role play to enhance self-awareness, self-confidence and self-image
Demonstrate a pictorial presentation on personal and professional
grooming.
01 Periods (T) 02 Periods (P)
Multimedia, projector or LED TV with good sound
system
Classroom
Communication Skills
know model of communication.
realize importance of active listening and responding.
understand effective communication.
identify obstacles in communication.
Perform role play and group exercises through listening audio or video documentaries.
Carry out practice amongst students to reflect
verbal and non-verbal communication.
01 Periods (T) 03 Period (P)
Multimedia, projector or LED TV with good
sound system
Classroom
Leadership and teamwork
know the importance of teamwork in a professional environment.
understand the concept of teamwork and leadership.
Give students some task to observe teamwork and leadership properties among them
01 Periods (T) 03 Period (p)
Multimedia, projector or LED TV with good sound
system
Classroom
Time Management
know the concept of better time management.
observe time management in daily life
understand professional and personal
time management.
Arrange a small competition task
following time management
Schedule the tasks.
01 Periods (T) 03 Period (p)
Multimedia, projector or LED TV with good sound system
Classroom/ Lab
Attitude, behavior, and customer care
learn the concepts of attitude and behavior
understand the impact of positive and negative attitude in professional life
Through different scenarios
practically apply the principles of customer care and positive attitude.
Exercise and deal with problematic and angry persons by conducting role plays
02 Periods (T) 03 Periods (P)
Multimedia, projector, or LED TV with good sound system
Classroom/ Lab
Chapter 07
Entrepreneurship
T = 10, P =14, Total =24
Content Students’ Learning
Outcome
Activities/Practical Duration Tools Workplace
Introduction to Entrepreneurship
The students will be able to:
define entrepreneurship
know the key concepts of entrepreneurship
understand main component of
entrepreneurship
learn types of entrepreneurship
Group discussion on entrepreneurship
01 Periods (T) 02 Periods (P)
Multimedia Presentation and virtual exposure
Classroom
Feasibility and Business Plan
know how to identify business opportunity.
know how to develop feasibility and business
Plan.
prepare a business plan.
Design a business plan keeping in view skills of cosmetology
02 Periods (T) 03 Periods (P)
Classroom
Marketing and Marketing Mix
learn about concept of marketing and marketing mix
understand 6 P’s of marketing
calculate costing and pricing
Develop a marketing strategy for your business model developed in previous activity
02 Periods (T) 03 Periods (P)
Multimedia and White Board
Classroom
Assessment and Evaluation
The technical subject curriculum for matric tech emphasizes on a classroom environment in which
students will be encouraged to learn technical processes and knowledge of graphic designing within
meaningful contexts. It is important that assessment strategies reflect this emphasis and are consistent in
approach. An assessment program, which provides regular feedback, and is part of the learning process, is
important to both student and teacher. Feedback tells students if they demonstrate understanding of
concepts and if their actions display expected performance levels for inquiry, decision making, and
problem solving. Regular feedback inspires confidence in learning graphic designing and becoming
technically literate.
Therefore the assessment of students’ learning must be aligned with curriculum outcomes. The
curriculum provides suggestions for developing student learning across the general curriculum outcome
areas: knowledge, skill and attitude. These outcomes describe a balance of inquiry problem solving, and
decision making, within a suggested social-environmental context, for a given set of technical knowledge.
Incorporating assessment into the learning process Assessment of students’ learning must be part of every teaching and learning experience. Students should
learn to evaluate their own learning. Traditional student testing programs, which rely on final, one-time evaluations, provide data that is of limited use to students as they construct knowledge. Meaningful
assessment, like meaningful learning, must be authentic and connected to real-life problems.
A constructivist approach to learning and teaching has profound implications for the way learning is
measured. Traditional classroom practice relies heavily on paper-and-pencil tests to measure students'
learning and ability to apply knowledge. Learning is a processor connecting prior understanding with new
learning. Consequently, an assessment strategy that measures the acquisition of facts and elements cannot serve a constructivist model.
To allow students to construct learning in the classroom through authentic experiences, assessment must be:
• Valid, leading to attainment of multi-dimensional technical learning
• Open-ended, allowing for discussion and revision of new understanding
• Tolerant of divergent thinking and promote the notion of no "one right answer” • Presented in alternative modes, not just paper-and-pencil responses to limiting questions
• Designed to promote analysis, comparison, generalization, prediction, and modification
• Capable of promoting collaboration and team effort in demonstration of competence; and ongoing and cumulative, showing development over time.
Types of assessment Assessment serves many important purposes. Some of them are given below:
• Diagnostic (to plan instruction to fit the student's prior knowledge)
• Formative (to improve performance and adapt instruction)
• Summative (to report on final performance)
Classroom assessment The primary purpose of classroom assessment is not only to evaluate and classify students' performance
but also to inform of teaching methods and learning environment, and to monitor student progress in achieving year-end learning outcomes. Therefore, classroom assessment is used for various purposes:
• Assessment as Learning
• Assessment for Learning • Assessment of Learning
Traditionally, the focus of classroom assessment has been on assessment of learning (summative
assessment). Assessment for learning has been used only for diagnostic processes and for feedback. In order to enhance learning of all students, the role of assessment as learning must provide an opportunity
to students whereby they become critical and analysts of their own learning.
Assessment strategies Teachers learn about students’ progress not only through formal tests, examinations, and projects, but also through moment-by-moment observation of students. To assess students' knowledge, skills, competencies
and attitudes, teachers require a variety of tools and approaches, such as:
• Selected Response: Multiple-choice, matching, completion tests, etc. • Self-constructed Response Questions: Fill-in-the-blank phrase(s), essay (restricted and extended
response), reports, procedures, explanations, short answer sentence(s), paragraph(s), label
diagram, and graph/table, etc. • Performance and Activity Based Assessment: Portfolios, presentation, illustrations, lab,
workshops, workstations, field visits, demonstration, process skills, enactment, project, group
discussion, exhibition, table, graph, portfolios, etc.
Note: Rubrics for all assessment tools must be prepared before administration. • Communication, Attitudes and Values Assessment: Oral questioning, observation, interview,
conference, process description, checklists, rating scales, anecdotal records etc.
Students' self-assessment Students recognize the relationship between content achievement, skill proficiency, and assessment opportunities by setting their sights on their own demonstration. They can do self-assessment if they are
provided with the knowledge-related checklists as well as checklists specific to applications and attitudes.
Students assume the role of a researcher and use critical thinking skills as they find facts and make
inferences to reach more conclusions about their learning. They are not receiving information passively and then simply giving it back to the teacher after memorizing it. Assessment should allow students to
monitor their progress in various technical skills: initiating and planning; performing and recording;
analyzing and interpreting; communication and teamwork. The curriculum calls for students to be actively involved in their learning, using the tools of dress making during classroom, laboratory, and workshop
activities.
Quality in assessment Assessment of professional and vocational learning must change as technical instruction moves from a focus on facts to a focus on in-depth understanding of major concepts and processes. Whereas the Quality
Assessment will have the following major objectives:
• Measurement of what students should know and are able to do according to the Learning
Outcomes • Objective verification of the application of technical principles to familiar and unfamiliar
situations; and
• Alignment with the Learning Outcomes and the Teaching/Learning Strategies.
Therefore, assessment and evaluation of the students' learning of technical aspects according to
predetermined objectives and learning outcomes will ensure the quality of their academic achievements.
CONSTRUCTION OF TEST ITEMS Written test items (selected response and creative response) should adhere to the following criteria:
• Items should be clearly written according to domain and depth of concept.
• Each test items should be written on the understanding level of learners.
• Test items should cover what learners have had opportunities to learn.
Too frequently, these test items measure students' gains in recall of factual information. There are other
relevant facts for students to acquire. These are higher levels of thinking and competency that students should also develop.
These test items should measure students' achievement in:
• Understanding basic technical education concepts of graphic designing and acquired learning; • Evaluating contents in terms of criteria or learning outcomes
• Problem-solving skills
• Analytical and creative thinking • Positive attitudes developed toward methods of thinking
• Ability to work together with others
• Relevant concepts and generalizations developed
• Ability to manipulate and utilize techniques and technical equipment • Understanding the concepts of design development
• Developing the software commands
Guidelines for Writing a Textbook A textbook is an important teaching and learning resource and one of the most extensively used
resources in classrooms. To reflect national needs and aspirations the needs and aspirations, the
textbooks should be written in accordance with this curriculum. This curriculum meets not only the
general aims and objectives but also fulfills the specific requirements of the individual subject. As the
textbook serves as a framework for teaching, the author/authors should consider the following features:
A textbook must include an introduction to the textbook, explaining how to use the textbook
The textbook must be in line with the national curriculum, covering all SLOs of each content.
Content and illustrations must be culturally, contextually and age appropriate.
All text and material must be accurate, up-to-date and error-free.
The continuity of the concepts, their integration and logical development should be ensured.
Horizontal and vertical overlapping of the concepts should be avoided.
The textbook should be informative and interactive with questions to be put at suitable intervals
to provoke the students to think.
The language used should be simple, clear, straight forward, unambiguous and easily
comprehensible by the students of the particular level.
Simple questions may be asked within the chapter, which requires students to recall, think, and
apply what they have just learnt as well as to reinforce the learning of the concepts and
principle.
The examples and applications should be from everyday life and be supportive of our cultural
values.
Photographs and illustrations should be clear, labeled and supportive of the text. Tables, flow
charts and graph may be given wherever needed.
Key points at the end of each chapter should provide a summary of the important concepts and
principles discussed in the chapter.
End-of-the-chapter exercises must include a variety of assessment styles based on levels of Bloom’s Taxonomy. These should encourage students to think, develop skills, and use
information for a variety of purposes.
Textbooks should be free from all kinds of biases including, gender, religion, occupation, social
background etc.
To make the students self-learner use of IT based resources may be encouraged. Relevant
internet links and other online resources may be included.
Glossary of the new vocabulary must be included.
Guideline for planning and writing a chapter The textbook author may decide the titles of each chapter and can choose to cover students’
learning outcomes (SLOs) from any themes in developing the content of the chapter. The textbook author
must also keep in mind that a number of SLOs cannot be addressed in the text (as if this is done it would
lead students to simply memorize the text and not serve the realization of the curriculum). These SLOs
could be realized through questions and practical activities within and at the end of the chapter exercises.
Learning outcomes must be given at beginning of each chapter.
Decide on key ideas, facts, concepts, skills and values that can be developed.
Illustrations must clearly convey the desired concept.
Activities must demand from students to do inquiry and problem solving according to grade
level.
Ensure that the content is up to date, accurate and developmentally appropriate.
Contents must be in line with chapter outcomes.
Language must be consistent, culturally appropriate and grammatically correct (as if talking to a
group).
Language must engage and hold reader’s attention.
Recall previous learning, where possible.
Structure the writing so that the sentence is simple, paragraphs deal with single ideas etc.
Interesting information in the form of tidbits, fact file, point to ponder etc. must be given.
Write a summary/concept map at end of each chapter, reviewing key knowledge and skills.
End-of-chapter exercises
Recall and integrate previous learning
Engage students and develop their creativity
Move from lower to higher order thinking
Focus on multiple intelligences
Keep the text contextually relevant in line with local teaching and learning.
Provide website links for further research
Guidelines for Writing Learner Workbook Workbooks are books that contain writing activities and exercises that build upon each chapter in
the textbook. Workbook exercises help students to develop conceptual understanding of the concepts
dealt with in the text, to develop skills and to apply knowledge to new situations. Basic features of a
workbook A workbook should have:
Various exercises and activities for each chapter, topic, subtopic.
Exercises and activities that will enable student to develop and practice the content knowledge,
skills and higher order thinking.
Accurate and variety of exercises.
Clear illustrations/ examples/ explanations to show what students are supposed to do, and/or
what product looks like.
Exercises and activities with a variety of purposeful, stimulating, challenging and innovative
items to encourage students to review and practice the knowledge and skills they have
learnt.
Exercises that include both constructed and restricted response items.
Activities, which requires readily available, acceptable, and affordable materials and
resources.
Basic Requirements for Lab (Tools/Equipment)
S. No. Items
1. Computer System
2. Internet Connection
3. Web Browser
4. Search Engines
5. Internet or Intranet Connectivity
6. UPS
7. Operating System (Windows,Linux)
Curriculum development, review and validation Committee
Sr.No Name Designation Organization Email Contact
Number
1. Saba Sadiq DACUM
facilitator
Islamabad [email protected] 0333-
8993620
2. Tahir
Mehmood
Assistant Prof. FCE
Islamabad
3. Marryum
Zaman
Lecturer
Computer
Graphics
NUTECH,
Islamabad
pk
0340-
9220678
4. Muhammad
Zubair
Akhtar
CEO GoogleBiz,
Faisalabad
[email protected] 0333-
6525296
5. Bilal
Mahmood
Lab Engineer NUTECH,
Islamabad
[email protected] 0315-
4240366
6. MubasharC
hishtee
CEO /
Lecturer
Coding phonix
/ LSFD
om
0302-
2512940
0317-
4922117
7. Ali Raza Game
Developer
-Project
manager
Rawalpindi [email protected]
m
0340-
5219719
8. ShehmirRia
z Bhatti
Game
Developer –
Project
Manager
Technophile
Solution,
Rawalpindi
[email protected] 0333-
0926592
9. Sadia Saeed Senior
Designer
Gyaan-e-sehar
Foundation,
Lahore
0309-
4715020
10. Hafiz
Ishtiaq
Rafique
Lecturer ITU Lahore
11. Ali Raza Instructor GSTC Fsd 0332-
6690320
12. Haseeb
Aziz
Instructor CTTI
Islamabad
13. Muhammad
Asim
Assistant
Director
NAVTTC [email protected] 0333-
5050713